Graphic organizer Grade 1 Health & Consumer Science
Theo's Water Day on Saffron Court: A Morning-to-Night Chart
A grade 1 three-by-three organizer where students record where they used water at three times of day, whether it was for drinking, and one way they saved it.
Objectives
- Students will record one water use for morning, noon, and night.
- Students will mark which of those uses was water for drinking.
- Students will name one way they saved water during the day.
Vocabulary
Key words: morning, noon, night, save
Teacher overview
This organizer is a three-by-three chart with one row for each part of the day and three labeled columns: where the water came out, whether that water was for drinking, and one way the student saved water at that moment. Splitting the day into morning, noon, and night keeps the recall task small enough for a first grader, and the drinking column separates the taps a child should drink from and the ones they should not. The completed exemplar follows Theo, a made-up child on Saffron Court, so a teacher can see at a glance what a full chart looks like before students fill in their own. Students may draw in the boxes instead of writing, and the chart is meant to be finished with a family at home or in the classroom from memory.
Organizer
Fill every box in each row. You may draw or write.
| Time of day | Where the water came out | Was it for drinking? | One way I saved water |
|---|---|---|---|
| Morning | |||
| Noon | |||
| Night |
Now finish this sentence.
I used water at home. One thing I did was ____.
Word bank for column two: sink, tub, hose, fountain, bottle, kitchen tap.
Word bank for column three: yes, no.
Word bank for column four: turned it off, used a cup, took a short shower, filled a jug.
From Water for Schools (waterforschools.org). This material is in the public domain (CC0) and may be copied, edited, and shared freely.
Completed Exemplar
This is Theo's chart. Theo is a made-up child who lives on Saffron Court.
| Time of day | Where the water came out | Was it for drinking? | One way I saved water |
|---|---|---|---|
| Morning | Bathroom sink, for brushing teeth | No | Turned the tap off while I brushed |
| Noon | Bottle filler at school | Yes | Filled my bottle once instead of many trips |
| Night | Tub, for a bath | No | Ran less water in the tub |
Theo's closing sentence: I used water at home. One thing I did was turn the tap off while I brushed.
Notice two things when you check student charts. The drinking column should read yes only for a tap, fountain, or filler meant for drinking, so a tub or a hose marked yes is worth a short conversation. The saving column should name an action the child actually took, so a box reading "I will take shorter showers" is worth sending back to be rewritten as something the child did that day.
Differentiation
Support (below grade level)
Give these students a chart with the first column already filled and picture icons printed in the second column, so their task is circling and marking rather than generating from scratch. Complete the morning row together as a class before they work on the other two rows.
Extension (above grade level)
Ask these students to add a fourth row for a time of day they choose, label it themselves, and fill all three columns for it. They can also write a second closing sentence explaining which of their three saving actions saved the most water and why they think so.
ELL supports
Post the three word banks as picture cards near the chart and point to each one before students begin. Read the column headings aloud twice and have the class repeat them, then allow students to fill every box with a drawing and dictate the words during a short conference.
Extensions
Collect the charts and build one class version on chart paper by tallying how many students marked yes in the drinking column for each row. If the morning row comes back mostly no, that is a useful opening for a conversation about drinking water early in the day.